Global frameworks increasingly advocate for Responsible Artificial Intelligence (AI) in education, yet they provide limited guidance on how ethical, culturally responsive, and curriculum-aligned AI can be operationalized within functioning teacher education systems, particularly in the Global South. This study addresses this gap through the design and evaluation of GenAITEd Ghana, a context-aware, region-specific conversational AI prototype developed to support teacher education in Ghana. Guided by a Design Science Research approach, the system was developed as a school-mimetic digital infrastructure aligned with the organizational logic of Ghanaian Colleges of Education and the National Council for Curriculum and Assessment (NaCCA) framework. GenAITEd Ghana operates as a multi-agent, retrieval-augmented conversational AI that coordinates multiple models for curriculum-grounded dialogue, automatic speech recognition, voice synthesis, and multimedia interaction. Two complementary prompt pathways were embedded: system-level prompts that enforce curriculum boundaries, ethical constraints, and teacher-in-the-loop oversight, and interaction-level semi-automated prompts that structure live pedagogical dialogue through clarification, confirmation, and guided response generation. Evaluation findings show that the system effectively enacted key Responsible AI principles, including transparency, accountability, cultural responsiveness, privacy, and human oversight. Human expert evaluations further indicated that GenAITEd Ghana is pedagogically appropriate for Ghanaian teacher education, promoting student engagement while preserving educators' professional authority. Identified challenges highlight the need for continued model integration, professional development, and critical AI literacy to mitigate risks of over-reliance.

翻译：全球框架日益倡导在教育中应用负责任的人工智能（AI），但关于如何将符合伦理、文化响应且与课程对齐的人工智能在运作中的教师教育体系内（尤其是在全球南方国家）具体实施，这些框架提供的指导有限。本研究通过设计和评估 GenAITEd 加纳，一个为支持加纳教师教育而开发的、情境感知且针对特定区域的对话式人工智能原型，来填补这一空白。在"设计科学研究"方法的指导下，该系统被开发为一个模拟学校的数字基础设施，其组织逻辑与加纳教育学院及国家课程与评估委员会（NaCCA）框架保持一致。GenAITEd 加纳作为一个多智能体、检索增强的对话式人工智能运行，它协调多个模型以实现基于课程的对话、自动语音识别、语音合成以及多媒体交互。系统嵌入了两条互补的提示路径：系统级提示，用于强制执行课程边界、伦理约束和"教师在环"监督；以及交互级半自动化提示，用于通过澄清、确认和引导式回应生成来构建实时教学对话。评估结果表明，该系统有效实施了关键的负责任人工智能原则，包括透明度、问责制、文化响应性、隐私保护和人类监督。人类专家评估进一步表明，GenAITEd 加纳在教学方法上适合加纳的教师教育，能在促进学生参与的同时，维护教育工作者的专业权威。已识别的挑战突显了持续进行模型整合、专业发展以及培养批判性人工智能素养的必要性，以减轻过度依赖的风险。